The goal of this project is to develop and evaluate a new model of instruction and assessment that fosters the construction of scientific meaning in students and that encourages conceptual development consistent with the growth of scientific knowledge. We propose the development of a Portfolio Culture in science classrooms. the implementation of a portfolio culture represents a fundamental change in teaching priorities, classroom practices, and institutional functions. This project is directed at evaluating and documenting how the adoption of a portfolio culture affects student performance as well as how teacher attitudes and practice are affected. This research will have several outcomes: setting classroom instructional guidelines that inform teachers about the selection and sequences of instructional tasks; generating strategies to conduct formative assessment of students' knowledge bases; providing recommendations for in-service education programs that strive to implement conceptual change teaching reforms; and exploring ways that alternative assessment strategies can be used by other educational constituents to communicate learning outcomes. Educational Testing Service is contributing substantial financial and staff resources to support initial phases of this work. Pittsburgh Public Schools is willing to contribute costs associated with participation by teachers and administrators.
